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Q1:Identify ONE sustainability issue in a Southeast Asia country that affects Singapore. Explain the challenges the issue poses and the responses by the country has thus far. Guiding points: a. Does this current issue affect the future needs of Singapore negatively? How is this sustainability issue related to climate change? b. Choose one of these ASEAN countries: Brunei, Cambodia, Indonesia, Philippines, Laos, Myanmar, Malaysia, Thailand, or Vietnam c. How does this sustainability issue create challenges that affect Singapore? So far, how has this country. responded to its own sustainability issue within its country and/or in Southeast Asia?See Answer
Q2:Week 2: Task (b) 20 marks Choose another DB member's Task (a) sustainability issue. Make sure the topic you respond to in this task is different from your own topic in Task (a). Southeast Asia as a region could respond to this sustainability issue in Task (a) collectively. Identify and briefly describe the cultural, social, political and/or economic factors of the region that affect their collective responses. Guiding points: a. How do these factors in Southeast Asia as a group affect their responses on this sustainability issue? b. Make sure you are clear about with the definitions and meanings of these four factors: cultural, social, political and economicSee Answer
Q3:Assignment Tasks: Prepare an executive summary: This summary will include your recommendations for Sustainability actions to be integrated into the company based on your research of the actions taken by companies in your chosen industrial sector (Aerospace, Automotive or Mechanical Engineering). This report should be written in third person not including "T" and be aimed to the Executive Management Group of a large engineering company. In order to support this work the references should include government and academic references. Submission Requirements: Submit a 1000 word report +/-5% which is an executive summary of your plans for a company from your subject area, Aerospace, Automotive or Mechanical Engineering. The suitable references should be listed on a separate page of the report and not included in the word count.See Answer
Q4:List the Sustainable Development Goals. Elaborate on their importance Pick up one related to our work in the class and findout if did Kuwait do to support that specific SDG For that one, please elaborate on what did the university do to adhere to that specific SDG Suggest a system for the university to follow in order to meet that specific SDGSee Answer
Q5:1) How did the English Planning system change during the early 20th Century to today to embrace the concept of "sustainable development"? Critically discuss implications of adopting "sustainable development" within current Housing Policy or Transport Policy, including examples of specific policies.See Answer
Q6:11. Thorough understanding of the [CEEQUAL or LEED] analysis methods including: good use of the initial and potential scores, detailed evidence referenced and explained in spreadsheet, appropriate critical reflection on strengths and weaknesses of method. This must include reference to at least one case study. Evidence - Add content here References to external sources Add content here - Reflective Summary - a) Personal Achievement/Review: Add content here b) Critical Refection: Add content hereSee Answer
Q7:Question 1 Read the following article¹: https://www.asce.org/publications-and-news/civil-engineering- source/civil-engineering-magazine/issues/magazine-issue/article/2022/01/how-to-make- infrastructure-more-resilient-against-climate-change Using the above article as a starting point, write a reflection (500-1000 words) explaining your interpretation of "resiliency" in the context of climate change adaptation. How do we achieve more climate resilient cities? What are some challenges that are likely to arise during this pursuit? Minimum 500 wordsSee Answer
Q8:Topic:- Analysing the Effect of Thermal Insulation on Achieving Sustainability in Residential Buildings by Reducing Energy Consumption I have a project title that I want full details about (project idea, problem, goal, data that I need in detail, how to collect it, and how to compare it)See Answer
Q9: Designing a Green Space in Govan, Glasgow: A Sustainable and Inclusive Approach Engineers without borders, UK Engineering for people : Design Challenge 2022-23 Design project-2 (Alessio Corso) 1 TABLE OF CONTENT 1. Abstract 2. Designing a Green Space: A Sustainable and Inclusive Approach 3. Introduction Background information on Govan and its current green spaces ● Importance of designing a green space in Govan Thesis statement 4. Literature Review ● Inclusive design principles for green spaces Best practices for designing green spaces in urban areas 5. Methodology Research design and methodology Data collection methods Participants and sample size Ethical considerations 6. Results • Analysis of the data collected from the community Identification of the community's needs and preferences for a green space Identification of sustainable and inclusive design principles that meet the community's needs 7. Discussion ● Interpretation of the results and their implications for designing a green space in Govan ● Evaluation of the proposed design based on the sustainable and inclusive design principles 8. Conclusion ● Summary of the report's findings and their implications for the design of a green space in Govan Limitations of the study and areas for future research. 2 9. References 10. Appendix Abstract 3 Engineering has the power to change people's lives in ways that are both profound and deeply touching. From designing prosthetic limbs that enable amputees to walk again to developing innovative technologies that provide clean water and energy to those in need, engineers have the ability to create solutions to some of the world's most pressing challenges. When engineers use their skills and knowledge to create technology that benefits people, they not only improve quality of life but also create hope and inspiration for those who have struggled with adversity. Engineering is not just about machines and structures; it's about using science and technology to make the world a better place for all of us. The creation of green spaces in Govan demonstrates how engineering can positively impact people's lives by improving mental and physical health, creating a sense of community, and promoting sustainability.A green space is not just a park or garden; it is a place where people can connect with nature, spend time with family and friends, and improve their physical and mental health.Engineering for people is about more than just building structures and machines; it's about creating solutions that have a positive impact on people's lives. By engaging with the community and gathering data on their needs and preferences, we were able to design a green space that meets the unique needs of Govan. Our design principles focused on creating a space that was accessible to all, regardless of age, ability, or cultural background.In Govan, a community that is both ethnically and economically diverse, green spaces have the potential to create a sense of unity and well-being among residents. Designing a Green Space: A Sustainable and Inclusive Approach 4 This report explores the design and methodology for creating a sustainable and inclusive green space in Govan. It emphasizes the importance of community participation in the design process and presents the findings of the data collected from the community regarding their needs and preferences. The report suggests various sustainable and inclusive design principles that can be applied to meet the community's needs, such as incorporating natural elements, ensuring accessibility, and providing opportunities for social interaction. The report also highlights the implications of the results for designing a green space that meets the community's needs and contributes to the well-being of the area. However, the report acknowledges certain limitations in the research, such as the small sample size and potential biases in the data collection process. Overall, the report serves as a valuable guide for policymakers and designers looking to create sustainable and inclusive green spaces that promote community well-being. The design of a green space in Govan, Glasgow must take a sustainable and inclusive approach to address the community's needs and promote health, well-being, and social cohesion. Background information on Govan and its current green spaces Govan is a historic community located in the southern part of Glasgow, Scotland. The area has a rich history dating back to the 6th century when it was known as a site of early Christian worship. Over the years, Govan has grown into a diverse community with a strong sense of local pride and culture. Introduction The people of Govan are known for their warm and welcoming nature. Despite being a densely populated urban area, Govan has a strong sense of community and many residents know each other by name. The community is made up of people from a variety of backgrounds, including Scottish, Irish, Pakistani, and Indian. This diversity has contributed to a rich cultural heritage that is celebrated throughout the community. Renfrew O One of the defining features of Govan is its architecture. The area is home to a number of historic buildings, including Govan Old Parish Church, which dates back to the 12th century. The church is a testament to the area's long and storied history and is a point of pride for many residents. Govan also has a number of other notable buildings, including the Pearce Institute, which was built in the early 20th century as a community center. Paisley Q Barrhead Giffnock Glasgow 5 Govan Males: 50.8% - Females: 49.2% Click for more information. Rutherglen Cambuslang Despite its many charms, Govan has faced its fair share of challenges over the years. The area has struggled with high levels of poverty and unemployment, and has been identified as one of the most deprived areas in Scotland. However, the community has remained resilient in the face of adversity, coming together to support each other and work towards a brighter future. One example of this community spirit can be seen in the work of the Govanhill Baths Community Trust. The Trust was formed in response to the closure of the historic Govanhill Baths, which had served as a community hub for over 100 years. The Trust worked tirelessly toSee Answer
Q10:Individual Component (Total 50 marks) In this assignment, you are required to discuss a real-life sustainability issue in Southeast Asia that affects Singapore by applying different concepts covered in this course each week. The tasks for each week are broken down into (a), (b), and (c). You will receive an individual score for your explanation of the sustainability issue, your application of the concepts to the issue, and your recommended solution to the issue. Each post must adhere to the limit of no more than 150 words (excluding in-text citations and references). Week 1: Task (a) 10 marks Identify ONE sustainability issue in a Southeast Asia country that affects Singapore. Explain the challenges the issue poses and the responses by the country has thus far. Guiding points: a. Does this current issue affect the future needs of Singapore negatively? How is this sustainability issue related to climate change? b. Choose one of these ASEAN countries: Brunei, Cambodia, Indonesia, Philippines, Laos, Myanmar, Malaysia, Thailand, or Vietnam c. How does this sustainability issue create challenges that affect Singapore? So far, how has this country responded to its own sustainability issue within its country and/or in Southeast Asia?See Answer
Q11: ASSIGNMENT COVER SHEET INNOVATION AND SUSTAINABILITY RESEARCH PERSPECTIVES Course Course Level Module Name Module Code COURSE/UNIT INFORMATION Doctorate in Management - UCAM Doctoral Innovation and Sustainability Research Perspectives DMUCAM104 Faculty ASSIGNMENT INFORMATION Student Name Student ID Email ID Date Submitted TO BE FILLED BY THE STUDENT ASSSESSMENT FFEDBACK TO BE FILLED BY THE ASSESSOR NB: The Turnitin will be checked internally by assessors only. Assessment type Marks Marks Awarded Task 1: Mini-report on environmental 40 sustainability Task 2: Innovation Write-up 30 Task 3: Green design plan 30 100 Overall Marks Overall Grade achieved by the learner Summative Feedback by Assessor for further improvement 70% and above (Distinction) 60 to 69% (Merit) 50 to 59% (Pass) 40 to 49% (Fail/Redo) Fail Grades 30 to 39% (Module retake) 29% and Below (Module retake) GRADE DESCRIPTORS The assignment evaluated is of a high to exemplary standard. The work addresses clearly and articulately the assignment requirements and thus meets and satisfies all the learning outcomes (either well or in an exemplary way). The work demonstrates: clear knowledge; references to appropriate academic literature; analysis; critical evaluation; and originality of argument. It is structured and presented to a high (or exemplary) standard. Referencing conventions are fully observed. The assignment evaluated is of a good to a high standard. Substantial knowledge, comprehension and analysis is evident throughout. Arguments presented are clear and focused with a logical structure in place. There is clear evidence of critical evaluation of a wide range of theories/perspectives from academic literature and some independent thought. The work is well-written and addresses well all of the learning outcomes. Referencing conventions are fully observed. The assignment evaluated is of a fair to good standard. Adequate knowledge, comprehension and analysis is evident throughout. The arguments presented have a logical structure and show some critical evaluation in places, although there may be limited evidence of an independent perspective. There is evidence of some good engagement with some of the appropriate literature. Learning outcomes have been largely met and to an appropriate degree. Referencing conventions are observed. The assignment evaluated is of a basic standard. The arguments presented have some logical structure and are supported by academic literature in most cases. The academic literature used is outside of the suggestions made in the module guide but remains limited. Little critical evaluation is evident, and the work tends more widely towards a descriptive style. Learning outcomes have been addressed in a basic but satisfactory way. Referencing conventions are mostly observed. The assignment evaluated is of a limited standard. Limited use of academic literature and as such knowledge and argument is very weak. A simple descriptive style with no evidence of critical evaluation throughout. Over- reliance on simplistic, limited sources. Referencing conventions may not be observed. Some learning outcomes met but in a weak and simplistic way. The work is needs to be developed in greater depth and detail to move to a passable standard at this level of study The assignment evaluated is of an unacceptable standard. There is little or no evidence of knowledge and understanding that is required at this level. Referencing is inadequate or non-existent. The learning outcomes have not been addressed fully and the work requires significant modification to bring it to a passable standard. Module Description This course will help build participants' understanding role of research to develop new products, processes and technologies that also emphasise the promotion of natural resources. The course will entail enhancing the learner's perspective on the need for the integration of sustainable innovation. The course will enhance the leadership ability of the learner to understand sustainable business model innovation. Learners understand to communicate and manage stakeholders to drive the need for sustainable competitive advantage. The learner will evaluate and critically understand the need to be a catalyst to induce and efficiently incorporate and address global issues. This course will ensure the learner understands the critical role of being a purpose-driven Leader. Learners will understand the step by process to maintain a sustainable business. The course highlights the role of advanced theories in sustainability and focuses on the research on the use of sustainable design to protect the environment (increasing the focus on thermal comfort along with helping to reduce energy consumption and using recycled materials). Learning outcomes LO1 To understand and evaluate research on innovation and sustainability and to enhance research for sustainable business solutions. LO2: To explore and understand models of Innovation and Sustainability in business and explore design thinking to improve sustainable innovation research. LO3: To analyze research sustainability perspectives with a Green design and design science approach in the field of innovation. Expectations 1. Materials Access All learning materials are provided in the form of a module kit and can be accessed from the Learning Management system (LMS) 2. Learning Hours Students need to be aware of their commitment requirements in regard to study time. In order to give you an indication of that, we have based the following information on the United Kingdom (UK) Higher Education Quality Assurance Agency guidelines. “The notional learning hours associated with qualifications, programmes and individual units of study are based on a broad agreement across institutions that students can expect to spend 10 hours learning on average in order to gain one academic credit unit” (QAA 2006). 3. Re-sit If you do not secure a pass, please read closely the feedback and speak with your Course leader(s) or faculty. After consulting the feedback, close attention is essential to rework on the areas of weakness, and then resubmit the work at the next opportunity. As per the QAA requirements, only one REDO is allowed where the marks will be capped at a Pass. 4. Plagiarism All forms of plagiarism are taken seriously, and any suspected cases will be investigated thoroughly. If a case is found proven, then the work will be graded as a fail and the case will be reviewed by the academic committee. The team checks the Turnitin before the evaluation happens for the work done. 5. Student appeals There are no re-evaluations as the marks are graded and internally verified before release. However, as per our appeals policy, a student can make an appeal to the course leader which will be then reviewed by the academic committee (please check our academic policies and procedures manual for more information)See Answer
Q12: REFLECTIVE WRITING is different from other types of academic (university-based) writing because it uses personal experiences to illustrate or demonstrate course content (lectures, readings, etc.) and/or theory. Reflective writing isn't "journaling" - it requires more than a description of our experiences. Reflective writing involves writing about personal experiences but also includes reflection and analysis. In this way, reflective writing can involve: O a consideration of the broader context in which experience and action take place; O moving beyond our personal stories to illustrate the nature of a social issue and to engage in theory using personal experience to support our position on a particular issue WHY write reflectively? We write reflectively for a number of reasons. We use reflection: O to learn about ourselves and to situate our experiences to understand our biases and reactions to understand how we learn to better understand our experiences and the things we do O O Reflection can be integrated into academic writing: O to illustrate theory or course content O to document our learning and changes in our values (understanding, reactions) as a case study or example O HOW to write reflectively. Like other kinds of academic writing, reflective writing needs to be: Intelligible. In other words, it needs to conform to standards of academic writing. -even though we can use the personal pronoun “I” (as in "I thought that….”), it is important that we apply the principles of academic writing to our reflective writing. This means, that we use language accurately; that we write in a linear fashion (with ideas and topics flowing one to the next in a logical and explicit manner); that we pay attention to sentence structure, grammar, and spelling (that we proof-read our work); and that we avoid unsubstantiated claims and O generalizations. Comprehensive. Experience and/or reaction is explicitly linked to course material and/or themes; it meets the requirements of the assignment. Productive. Through the process of writing, we learn something about ourselves and the course material. It can be difficult to know where to begin. A good starting place is to consider the parameters of the assignment (what are you being asked to do?). Once you understand the assignment, you may want to ask yourself some questions to help with brainstorming and writing. All assignment instructions can be found in the syllabus. Page 1 of 2 Additional guidance: This is an ACADEMIC writing assignment and should adhere to the following guidelines: Precision: Address the specific topic with careful word choice Analysis of the lectures: Present and weigh the evidence from the lectures in relation to your views on sustainability ● Justification: If you state an opinion it must be justified with evidence. Your evidence may be from your own experience or from statements made by the lecturer or from an outside source. If your evidence is from an outside source (not your own experience and not the lecture itself) you must reference it according to APA Style (See "Student Resources" on Brightspace). Analyse your own opinions: If you have a strong positive or negative response, for example, consider why this is the case – what in your experience/socialization leads you to have this reaction? Prior to writing, you may want to ask yourself all or some of these questions— O What (in a few words) was each lecture about? O Were the ideas and themes presented during the lectures new to you? Had you encountered them before? What were your initial reactions to the lectures? (Did you feel inspired, angry, perplexed, etc?) O Did these feelings/thoughts change over the course of the lecture(s)? Why or why not? What did you "like" (agree with)? What didn't you “like” (didn't agree with)? Why or why not? Did you find the lecturers convincing? Why or why not? O What kind of evidence did the speaker provide to support their arguments/positions? O In this reflective writing assignment, you are encouraged to write about things that you not only agree with, but also disagree with. Thinking about your opinions and values through statements like "I liked when the speaker said..." or "I didn't like the example that...” is a good place to start - but you must substantiate your claims and analyze why you think the way you do. Bad example (just opinion): “I didn't like when the speaker said that Canadians are not involved in the democratic system." Good example (opinion + reasoning): "I didn't like when the speaker said that Canadians are not involved in the democratic system, because while voter turnout has decreased over the past 100 years in Canada, voter turnout actually increased by 4 per cent from the 2008 to 2011 elections (Elections Canada, 2013)." Or, something from your personal experience, "I disagree with the speaker's statement that Canadians are not involved in the democratic system, because my parents have always encouraged me and my siblings to exercise our right to vote and I am a member of an organization that encourages youth to engage with politics." For this assignment, in addition to thinking about what each lecture was about, you will want to identify broad, overarching theme(s). Here, you may want to ask yourself: O What were the differences and similarities between the lectures? How might they be related or not? Imaginative exercise: If you invited these two or three speakers to a dinner party, how would they interact? Would they get along, or spend the evening in heated debate? Would one person dominate the conversation? Where would you situate yourself in this hypothetical conversation? Prepared by Catherine Bryan for SUST 1000 2013, adapted for SUST 1001 by Kaarin Tae 2014, 2015. Page 2 of 2See Answer
Q13:Module 5 Problem Set 1) To compare plastic and paper bags in terms of acquisition of raw materials, manufacturing and processing, use, and disposal, we will use data provided by Franklin Associates, a nationally known consulting firm whose clients include the U.S. EPA as well as many companies and industry groups. In 1990, Franklin Associates compared plastic bags to paper bags in terms of their energy and air/ water emissions in manufacture, use, and disposal. The table below presents the results of their study. (a) Which bag would you choose if you were most concerned about air pollution? (Note that the information does not tell you whether these are toxic air emissions or greenhouse gas emissions.) (b) If you assume that two plastic bags equal one paper bag, does the choice change? (c) Compare the energy required to produce each bag. Which bag takes less energy to produce? Table / 1.9 Results of Study Comparing Plastic and Paper Bags Life Cycle Stages Air Emissions (pollutants) (oz/bag) Energy Required (BTU/bag) Paper 0.0516 Plastic Paper Plastic Materials manufacture, product manufacture, product use 0.0146 905 464 Raw materials acquisition, product disposal 0.0510 0.0045 724 185See Answer
Q14:Question 1 For this assignment, you will write a position paper on the Singapore Green Plan 2030. You should study the Singapore Green Plan 2030 in general, its key focus areas / key programmes, and what it states about collective and individual actions.See Answer
Q15:Assignment details Case- Khalid Ali Alturki & Sons (Alturki) is a family-owned leading investment and development company that has been operating in Saudi Arabia since 1975. Its subsidiaries and joint venture companies are focused on construction and infrastructure, building materials, real estate, oil field services, renewable energy, information and communication technologies, and general industrial sectors in Saudi Arabia and in the neighboring Arab countries. The company has been selected as one of the 100 fastest growing Saudi companies for three years in a row, and was among the top 10 companies recognized for the quality of its working environment in Saudi Arabia. You have been on boarded as a consultant to evaluate the sustainable initiatives taken up by the company and suggest improvements and new initiatives and CSR activities that can be implemented. 1. Prepare a strategy to address the employee safety concerns that you think can arise in any one of its subsidiary companies. (150 words) (10 marks) 2. Develop a 5 point Sustainable Development Goal for this Organisation briefly describing the relevance of each goal and how the organization can ensure its on track to achieve these goals. (150 words) (10 marks) See Answer
Q16:1. A brief description of part of the campus that your group has chosen (e.g. canteen, library, campus block, outdoor space, sport facility etc. The teacher will help you to identify the area) This can be the same for the students from the same Group. 2. Core Requirement (energy, waste, water, materials): nome your chosen core requirement in the part of the campus which you aim to get sustainable. 3. Or explain how all core requirements in your group will make this part of the campus sustainable in terms of environment, working life of students and staff, and economy (for example, lowering running costs). 3. List issues, which could be improved in the chosen part of campus in relation to your chosen core requirement. Suggest possible solution to each listed issue. Make at least 2-3 suggestions. Add in-text citation and corresponding APA reference. Add relevant Sustainable Development Goals (SDGs). Briefly explain your choice of SDGS: why are they relevant to your solution? Example: you choose energy in the classroom. You inspect the classroom and decide that lights - can be changed to more energy-efficient; the AC can be switched off during the cool weather (Smith et al., 2002); the windows can be opened during winter etc..See Answer
Q17:Fall 2022 EGCE 494B Project Outline PROJECT DESCRIPTION Each team is tasked with designing a state-of-the-art, sustainable house in accordance with the Orange County Sustainability Decathlon (OCSD). Contests 1,2,3,5 and 7 listed below must be included in your design. Each contest (1,2,3,5 and 7) is worth 100 points. 1. Contest 1: Sustainability and Resilience 2. Contest 2: Architecture and Interior Design 3. Contest 3: Engineering and Construction 4. Contest 5: Innovation 5. Contest 7: Water Use and Conservation Additional contests that may be considered (not worth any points): 6. Contest 4: Communications and Marketing 7. Contest 6: Energy Efficiency 8. Contest 8: Health and Comfort 9. Contest 9: Lighting and Appliances 10. Contest 10: Shared ExperiencesSee Answer

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